MOOCs, SPOCs and next generation Open Access Learning
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More about MOOCs and developing countries

More about MOOCs and developing countries | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

The New York Times famously labeled 2012 the 'year of the MOOC', acknowledging the attention and excitement generated by a few high profile 'massive open online courses' which enrolled tens of thousands of students from all of the world to participate in offerings from a few elite universities in the United States. It may be hard for some in North America to believe, given the near saturation coverage in some English language web sites that focus on higher education and in certain thematically-linked corners of the English-language blogosphere, but the 'MOOC' phenomenon is only just now starting to register with many educational policymakers in middle and low income countries around the world. 

Judy Schrape's insight:

Listing the key MOOC providers outside the United States suggests that there are advantages in partnering with key providers and capitalising on their market share.

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MOOCs, SPOCs and next generation Open Access Learning
Examining the development of the Massive Open Online Course and its variants.
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Learning Futures | Curtin Teaching and Learning

Learning Futures | Curtin Teaching and Learning | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

The Learning Futures team focuses on strategic innovations that advance the mission of the university. The team helps shape the future of learning and teaching at the university through human and technological capacity building and promotes continuous improvement using learning analytics.

 This team’s programs will influence and impact students, staff and the broader community by leading and managing a range of early stage innovation projects. These projects will range across formal and informal learning innovations, pathways and partnerships  and learning analytics. The primary benefits realized by the team are the university’s capability for scalable personalization and its international reputation as a leader through technology-enriched learning and teaching.

 

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Craig Patterson's comment, June 13, 2013 1:52 AM
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Kim Flintoff's comment, June 13, 2013 2:12 AM
The website was redesigned and we disappeared ... This scoop is simply a flag about who's curating... We didn't expect anyone wold ever want to visit us.....
Regis Elo's curator insight, January 13, 2017 9:02 AM
LOVE #tecademics experience on line ....a matter of  learning and earning http://er972073.tcdmcs.com/ambassador
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Reflecting on the Original Big Idea for MOOCs | Technology and Learning

Reflecting on the Original Big Idea for MOOCs | Technology and Learning | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it


Six years ago, inspired by a big idea to democratize higher education, the University of Michigan (U-M) became a founding partner of Coursera. Massive open online courses (MOOCs) were born. While the issuance of MOOC death certificates by skeptics is only rivaled in frequency by those filed by South Park writers for Kenny, MOOCs consistently find ways to survive and indeed thrive in nurturing environments. 

With today’s announcement, we are now much closer to saying “all of the above”.  MOOCs may have initially provided learners an opportunity to simply peer into the university. Now MOOCs and MOOC derivatives (e.g. Teach-Outs, specializations, MicroMasters, MasterTrack, etc.)  are helping universities to expand how they think about engaging with the world. For U-M, this is entirely consistent with top institutional priorities around academic innovation, diversity, equity, and inclusion, and public engagement. We are the global, inclusive, public research university.

Kim Flintoff's insight:
"The real innovation of the MOOC era is not the unbundling of academic degrees that first captured massive attention, but rather the re-bundling that results from serious academic R&D - the creation of new communities and credentials for all levels. In announcing Michigan’s new degrees this morning at the Coursera Partners Conference, Coursera CEO Jeff Maggioncalda contextualized these latest innovations as evidence that, “the future of work and the future of learning are converging.”"
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MOOCs, disruptive innovation and the future of higher education: A conceptual analysis: Innovations in Education and Teaching International: Vol 0, No 0

Abstract
The potential influence of Massive Open Online Courses (MOOCs) on higher education institutions is much discussed and debated, with some arguing that MOOCs are a disruptive innovation that will radically change existing models of higher education. However, analyses of whether and how MOOCs might disrupt higher education models are relatively scarce. This paper analyses whether MOOCs should be considered a disruptive innovation according to the concept’s defining criteria. It compares characteristics of disruptive innovation with current developments in MOOCs, suggesting three perspectives – performance, benefits, and market – that can be used as a lens and analytic framework to explore and evaluate current practice. The findings indicate that MOOCs do not match all the characteristics of disruptive innovation as they are commonly identified in the literature. However, MOOCs may be a sustaining innovation that establishes new markets for learners who are not served by universities.
Kim Flintoff's insight:
Abstract The potential influence of Massive Open Online Courses (MOOCs) on higher education institutions is much discussed and debated, with some arguing that MOOCs are a disruptive innovation that will radically change existing models of higher education. However, analyses of whether and how MOOCs might disrupt higher education models are relatively scarce. This paper analyses whether MOOCs should be considered a disruptive innovation according to the concept’s defining criteria. It compares characteristics of disruptive innovation with current developments in MOOCs, suggesting three perspectives – performance, benefits, and market – that can be used as a lens and analytic framework to explore and evaluate current practice. The findings indicate that MOOCs do not match all the characteristics of disruptive innovation as they are commonly identified in the literature. However, MOOCs may be a sustaining innovation that establishes new markets for learners who are not served by universities.
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Nevermore Sithole's curator insight, March 23, 4:03 AM
A conceptual analysis: Innovations in Education and Teaching International
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Open University: Online Learning Must Be Collaborative, Social

Open University: Online Learning Must Be Collaborative, Social | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
An annual report by The Open University said the current key challenge for education specialists is to engage thousands of learners in productive discussions while learning in a collaborative, online environment.

The report, Innovating Pedagogy 2014, is the third annual report concerning technological trends that could revolutionize education.  It suggests that the next step in the world of MOOCs is to introduce massive open social learning.
Kim Flintoff's insight:
The report, Innovating Pedagogy 2014, is the third annual report concerning technological trends that could revolutionize education. It suggests that the next step in the world of MOOCs is to introduce massive open social learning.
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Learn how to manage your diabetes through Curtin’s new MOOC - News and Events | Curtin University, Perth, Western Australia

Learn how to manage your diabetes through Curtin’s new MOOC - News and Events | Curtin University, Perth, Western Australia | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
People with diabetes will have the opportunity to learn how to manage the complex condition through Curtin’s latest Massive Open Online Course (MOOC), Life with Diabetes.

The MOOC will cover a set of five modules focusing on the different types of diabetes, who is at risk of developing diabetes and how each type of diabetes is treated.

Curtin University School of Public Health lecturer Ms Patricia Marshall said the MOOC was designed to help those with diabetes confidently manage their condition.
Kim Flintoff's insight:
People with diabetes will have the opportunity to learn how to manage the complex condition through Curtin’s latest Massive Open Online Course (MOOC), Life with Diabetes.
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Y Combinator MOOC for Tech Startups Attracts Thousands of Views -- Campus Technology

Y Combinator MOOC for Tech Startups Attracts Thousands of Views -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Silicon Valley startup accelerator Y Combinator has become infamous for working with many successful tech businesses at the early stage, including Dropbox, Airbnb and Reddit. The company last month opened up registration to its massive open online course (MOOC) called Startup School, which simulates the experience that a number of select companies are actually going through in residence for three months at Y Combinator headquarters.

Startup School was designed to be a resource for anyone considering starting their own company. According to its website, it wants startups to improve, whether or not they go through the main Y Combinator program. The 10-week MOOC has garnered more than 80,000 video views, MIT Technology Review reported.
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EdX Certificate Programs Aim to Deliver Immediate Pathways to Careers -- Campus Technology

EdX Certificate Programs Aim to Deliver Immediate Pathways to Careers -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
New edX programs, created in collaboration with industry professionals and universities, are designed to build or advance critical skills for in-demand careers like software development and data science.
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CurtinX

CurtinX | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Founded by Harvard and MIT in 2012, edX is an online learning destination and MOOC (Massive Open Online Course) provider that hosts university-level courses in a wide range of disciplines to a global student body.

The partnership with edX provides Curtin with the opportunity to significantly increase global engagement and to showcase excellence and expertise in a number of disciplines.

Curtin was accepted into the edX consortium in May 2015, and a dedicated CurtinX team was formed in 2016. Our partnership with edX provides Curtin with the opportunity to significantly increase global engagement and to showcase excellence and expertise in a number of disciplines.
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Harvard Tailoring the MOOC Experience With Adaptive Learning -- Campus Technology

Harvard Tailoring the MOOC Experience With Adaptive Learning -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Harvard University has begun experimenting with the use of adaptive functionality in one of its massive open online courses (MOOCs). The initial finding is that students using the adaptive assessments learned more than those who didn't — and spent less time overall getting through problems.

Adaptive technology uses information gained as the learner interacts with the system to change up how a concept is presented by level of difficulty, order and types of help provided.

The experiment took place in a single HarvardX course, "Super-Earths and Life" (now available as an on-demand course), deployed in the current academic year.
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By The Numbers: MOOCS in 2016 — Class Central

By The Numbers: MOOCS in 2016 — Class Central | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The “modern” MOOC movement (which started in late 2011—when the first Stanford MOOCs took off) is now a half a decade old.

In it’s fifth year, 23 million people worldwide registered for a MOOC for the first time ever, according to data collected by Class Central. This makes the total number of students who signed up for at least one MOOC estimated to be 58 million.

As MOOC providers become increasingly focused on monetization, the growth rate in terms of users has slowed down. A quarter of the new users added in 2016 have come from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).
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Integrating MOOCs into Credit Courses at the University of Iceland | teachonline.ca

Integrating MOOCs into Credit Courses at the University of Iceland | teachonline.ca | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Dr. Sólveig Jakobsdóttir was a member of the working group, as well as joining the project group of professors who integrated MOOCs into their courses. In a pilot project in 2013, two students in her problem-based course on distance education in the School of Education signed up for a MOOC, analyzing it as part of their course assignment.

In 2014 and 2016, Professor Jakobsdóttir integrated participation in, and critical analysis of, a MOOC as part of her face-to-face, graduate-level course on distance education. The assignment was worth two and a half (2-½) credits (ECTS)[1] out of 10.

In 2014, 13 of 17 students followed the same MOOC on K-12 Blended and Online Learning, while others chose courses in Digital Citizenship, How Viruses Cause Disease, Gamification, and Introduction to Finance with Coursera as the most common provider. In 2016, the 23 students chose a much wider variety of MOOCs; seven participated in Teaching with Moodle from Moodle.org, while the 16 others each followed a different MOOC, from Coursera, edX, FutureLearn, and other providers.
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How edX’ MicroMasters Might Transform Higher Education and the Workforce of the Future - eCampus News

How edX’ MicroMasters Might Transform Higher Education and the Workforce of the Future - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
If You Liked AP Classes, You’re Going to Love MicroMasters

Micro-credentials offer professionals the opportunity to extend their education and acquire the skills that will help them get the jobs they want in a competitive job market.


In the increasingly unbundled world of college education, MicroMasters have emerged as the ‘AP Classes’ for Graduate Degrees.


MicroMasters – the AP Classes of Graduate Degree Programs
In his keynote speech at the 2015 NEASC Conference, Anant Agarwal, CEO of edX, asked, “Is the future of education unbundled?” This was the first of many ideas Mr. Agarwal has offered  on the unbundling of the components of traditional degree programs, and foreshadowed the announcement to come.

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Thirteen universities adopt MicroMasters and launch 18 new programs via edX

Thirteen universities adopt MicroMasters and launch 18 new programs via edX | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

New collaborations


Now, the University of Queensland and Curtin University will offer paths to credit for the MITx MicroMasters in SCM. Students who enroll and complete the MicroMasters will obtain a chance for an accelerated master's degree at these institutions. It’s an exciting opportunity for learners as well as the universities.


“Introducing supply chain management to the UQ master of business gives our students new flexibility and a lower cost through MIT’s innovative online MicroMasters,” says Andrew Griffiths, executive dean and faculty of business, economics and law at the University of Queensland. “We are delighted to be working with MIT to provide another path to a University master’s degree for the global cohort of MITx supply chain management MicroMasters learners.” Curtin University Vice-Chancellor, Professor Deborah Terry says, “The concept of MicroMasters reflects the type of option that will increasingly attract students to upgrade their skills. MIT’s MicroMasters in supply chain management has been an incredible success to date, and Curtin is delighted to be working with MIT to provide a pathway to global online learners.”

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Article How Learners Build Social Capital

Article How Learners Build Social Capital | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The capacity of Massive Open Online Courses (MOOCs) to deliver a socially interactive learning environment is at the heart of ongoing debate around the pedagogical effectiveness of the platform. MOOCs rely on the connectivist model of learning, where learners form connections based on shared interests, and learning outcomes are not pre-defined by a facilitator. Making connections in MOOCs is critical to learner success, and yet little is known about how learners build social capital (investment in social relations for future return) in open large-scale courses.

In this study, researchers used two connectivist MOOCs to investigate how learners leverage access to social capital, and the factors associated with a successful learning experience. The goal of the study was to understand the influence of language, media, time, and learners' activeness in the development of social capital in a connectivist MOOC.
Kim Flintoff's insight:
The capacity of Massive Open Online Courses (MOOCs) to deliver a socially interactive learning environment is at the heart of ongoing debate around the pedagogical effectiveness of the platform. MOOCs rely on the connectivist model of learning, where learners form connections based on shared interests, and learning outcomes are not pre-defined by a facilitator. Making connections in MOOCs is critical to learner success, and yet little is known about how learners build social capital (investment in social relations for future return) in open large-scale courses. In this study, researchers used two connectivist MOOCs to investigate how learners leverage access to social capital, and the factors associated with a successful learning experience. The goal of the study was to understand the influence of language, media, time, and learners' activeness in the development of social capital in a connectivist MOOC.
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Pedagogy perspectives 2017 – Learning Environments

Pedagogy perspectives 2017 – Learning Environments | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
MOOC CASE STUDIES Online learning creates a unique set of challenges for educators. Learning activities created for face-to-face classes don’t always directly translate successfully to the online environment. Using case studies from three University of Melbourne Massive Open Online Courses (MOOCs), this poster will explore the importance of framing your learning and teaching activities around a specific pedagogical perspective to improve the learner experience and increase student success and engagement.
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Please donate to Light the Night

Please donate to Light the Night | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Today 35 Australians will be told they have blood cancer. Please donate today so no-one has to face that dark day alone.

Light the Night is the Leukaemia Foundation’s annual fundraising event that helps light the way for people with blood cancer. 

Before I raise my lantern in solidarity, I’m raising money to change lives – and I need your help.

I’ve pledged to help the Leukaemia Foundation provide every Australian with the support and services they need to beat their blood cancer.

Help me to be the light in their darkest hour.

Kim Flintoff's insight:
Today 35 Australians will be told they have blood cancer. Please donate today so no-one has to face that dark day alone.

Light the Night is the Leukaemia Foundation’s annual fundraising event that helps light the way for people with blood cancer. 

Before I raise my lantern in solidarity, I’m raising money to change lives – and I need your help. 

I’ve pledged to help the Leukaemia Foundation provide every Australian with the support and services they need to beat their blood cancer. 

Help me to be the light in their darkest hour.
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A Massive List of Free Online University Course Providers From Around The World

A Massive List of Free Online University Course Providers From Around The World | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
It’s been more than five years since online education got a massive boost when three free online courses, taught by Stanford professors, launched in October 2011. Each of these courses has had over…

Via Dr. Susan Bainbridge
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Education and policy: Re-educating Rita | The Economist

Education and policy: Re-educating Rita | The Economist | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
IN JULY 2011 Sebastian Thrun, who among other things is a professor at Stanford, posted a short video on YouTube, announcing that he and a colleague, Peter Norvig, were making their “Introduction to Artificial Intelligence” course available free online. By the time the course began in October, 160,000 people in 190 countries had signed up for it. At the same time Andrew Ng, also a Stanford professor, made one of his courses, on machine learning, available free online, for which 100,000 people enrolled. Both courses ran for ten weeks. Mr Thrun’s was completed by 23,000 people; Mr Ng’s by 13,000.
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edX Expands MicroMasters Programs With Data Science, Digital Leadership and More -- Campus Technology

edX Expands MicroMasters Programs With Data Science, Digital Leadership and More -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Massive open online course (MOOC) provider edX is introducing 16 new MicroMasters programs this spring that span business analytics, digital product management, cybersecurity and data science fields.

The expansion builds on the success of the MicroMasters program launch last September, when MIT debuted 19 programs that covered topics such as artificial intelligence and supply chain management. For this launch, continuing partners and their MicroMasters courses include:

Columbia University: Business Analytics  
Rochester Institute of Technology: Cybersecurity; and
Curtin University: Marketing in a Digital World.
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Harvard and MIT release new trends report on open online courses - eCampus News

Harvard and MIT release new trends report on open online courses - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
A joint research team from Harvard University and MIT today announced the release of a comprehensive report on learner engagement and behavior in 290 massive open online courses (MOOCs).

Building on their prior work – 2014 and 2015 benchmark reports describing the first two years of open online courses launched on edX, a non-profit learning platform co-founded by the two institutions – the team’s new study reviews four years of data and represents one of the largest surveys of MOOCs: spanning 290 MIT and Harvard online courses, a quarter-million certifications, 4.5 million participants and 28 million participant-hours.

The report is the latest product stemming from a collaborative, cross-institutional research effort led by Isaac Chuang, MIT Senior Associate Dean of Digital Learning and Professor of Electrical Engineering and Computer Science, and Professor of Physics, and Andrew Ho, Chair of the Vice Provost for Advances in Learning (VPAL) Research Committee and Professor of Education at Harvard. The group’s four years of research aims to address questions about the evolution of the MOOC movement, building upon findings from previous reports.
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Harvard/MIT Report Analyzes 4 Years of MOOC Data -- Campus Technology

Harvard/MIT Report Analyzes 4 Years of MOOC Data -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
If you were to describe the typical Harvard or MIT MOOC participant, he (yes, not she) would come from outside of the United States, be in his 20s, hold a bachelor-level degree and register for the course with the intention of getting certified. But that hardly tells the whole story. Two of the brains behind the institutions' edX programs have released results of a joint research project that mined the data generated through four years of MOOC activity.

Isaac Chuang, senior associate dean of digital learning, professor of electrical engineering and computer science and professor of physics at MIT, and Andrew Ho, chair of the Vice Provost for Advances in Learning (VPAL) Research Committee and a professor of education at the Harvard Graduate School of Education, examined 2.3 billion events logged online by 4.5 million participants to produce the highly readable "HarvardX and MITx: Four Years of Open Online Courses."
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Harvard and MIT Turn MOOC Data into Knowledge

Harvard and MIT Turn MOOC Data into Knowledge | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Key Takeaways 


The breadth and detail of educational data — particularly from MOOCs — poses challenges and opportunities for higher education institutions. 


Chief among these challenges is finding ways to separate the sea of data into meaningful categories and present them in usable forms. 


The Harvard/MIT edX Data Pipeline is an open-source effort to manage MOOC data among higher education institutions. 


Using the project's tools, institutions can make online course data usable by stakeholders from institutional and course administrators to students and researchers and thereby improve the educational experience and outcomes.

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Human Rights Theory and Philosophy | CurtinX

Human Rights Theory and Philosophy | CurtinX | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The course commences through exploring the development of the conventional understanding of universal human rights and then moves to critiquing this concept from cultural relativist, postmodern, postcolonial and feminist perspectives. It also examines understandings of human rights from a range of cultural and religious perspectives as well as other contemporary rights issues.

Developing an awareness of contemporary issues in human rights is important in professions such as education, health, law, social work and development work, both in the public and private sector. You can also benefit from human rights knowledge in a voluntary capacity, advocating social justice, peace or building a sustainable future.

This course is part of the CurtinX Human Rights MicroMasters program.

If you take the verified certificate pathway for the three human rights courses you will qualify for the MicroMasters credential.

The MicroMasters credential is an achievement in itself, but if you want to study further, you can use it towards studying a Master of Human Rights at Curtin.
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Nevermore Sithole's curator insight, March 23, 4:05 AM
Human Rights Theory and Philosophy
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The effect of MOOCs on our thinking about Higher Education

The effect of MOOCs on our thinking about Higher Education | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
In the last three years I contributed to the EU-funded project ‘Higher Education Online, MOOCs the European way. Before summer the project closed in Brussels with a policy forum on European MOOCs reflecting on policies, strategies and linked initiatives. It was backed by a collection of short papers from all over Europe on strategies and policies of governments, MOOC platform providers, HE-institutions and Higher Education networks in which collaborating on online and open education. 

Reading through these pages I am overwhelmed with the amount of plans and designs on different levels in European countries. At the start of the project I was particularly intrigued by the quest for business models and the effect of pedagogically well designed online courses, contributing to change in the European Higher Education ecosystem. Indeed, we came across a wide variety of MOOC-initiatives if which participating universities experiment and variate with pedagogical designs, business models and technologies. 
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Online Education Is Now a Global Market

Online Education Is Now a Global Market | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Back when colleges first started experimenting with teaching online, pundits mused that competition for college students would one day be global. A student would be able to sit down at a computer and take a course literally from anywhere.

It seemed like possibly a crazy thing to predict, considering that these early internet courses involved reading lectures that were typed out, doing some online discussion, and sending in assignments via email.

But the day of global competition for higher education is actually here, and interestingly, some of the world’s most famous universities were the last to get into the act.
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